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District special‑education director reports audit submission, highlights IEP work and enrollment trends
Summary
Director of Special Education Chelsea Eaton told the board the district will submit a state special‑education review and summarized service counts, a prior noncompliance finding that has largely been closed, increased preschool enrollment, and targeted efforts to reduce suspensions and support postsecondary IEP goals.
Chelsea Eaton, the district leader assigned to Special Education and Pupil Personnel, updated the North Rose‑Wolcott board on the district’s Special Education Plan and an upcoming state review submission.
Eaton said the district concluded the 2024–25 school year with 215 students classified with IEPs (ages 5–22) as of 06/30/2025, noted current preschool counts and 504 plan enrollments, and reported a small increase in classified students since summer. She told the board that the district completed corrective work after an earlier Office of Special Education compliance review (2022–23) and that the follow‑up review was being closed out; the district prepared the new review for submission the day after the meeting.
Eaton laid out improvement efforts: targeted reading and math interventions, regular data chats and biweekly progress tracking, student‑led conferences in November and March, professional development with BOCES (including a BOCES math specialist) and a focus on reducing suspensions, particularly less‑than‑10‑day suspensions where the district had identified disproportionality. For the ninth‑grade cohort Eaton said the district is targeting five credits at ninth‑grade exit to improve on‑time progress.
Board members praised Eaton’s work and the partnerships with BOCES; the superintendent and trustees thanked staff for the hours spent addressing state compliance and supporting students. Eaton said the district would continue professional development and monitoring after the audit submission.
Why it matters: The update describes enrollment and service trends, documents a previously identified noncompliance that the district says it has addressed, and outlines ongoing monitoring and professional development meant to keep IEP and postsecondary planning practices in alignment with state expectations.
